Discovering gems: authentic listening to the "voice" of experience in teaching pupils with autism.

Abstract

Empirical research on evidenced-based practice provision for people with autism values quantitative methods (Bond & Symes, 2014; Westerveld et al. 2015) over the qualitative methods that relay ‘voice’ through, for example, teacher interviews. Any attempt to justify educational practice must include the voice and views of all experts (Perry 2009). This article challenges the notion that the application of evidenced-based scientific programmes for autism specific intervention are the sole ‘best-practice’ approaches in schools. Presented as direct support is evidence on literacy teaching and learning - particularly from a ‘voice’ perspective - regarding the professional and ethical practice of a case study teacher as she ‘discovers gems’ when teaching pupils with autism. The article relates to findings from a programme of research that explored literacy practices, involving pupils with autism (N=35), their parents (N=34) and teachers (N=14), and observations of teaching and learning (N=189 hours) in autism specific classrooms (N=7) in mainstream primary education in Ireland.